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PGCE Secondary Education with History

Become a history teacher in a secondary school.

Qualified Teacher Status (QTS).

Entry requirements

A degree at 2:2 or above.

GCSE English and Mathematics at grade 4 or grade C or above (or an equivalent qualification).

Experience of working with young people.

See also:

 

UCAS code 3892

Duration One year full-time

Course Summary

Our specialist PGCE History is a direct route to a career of which you can be proud. History teachers empower young people to study the past and the legacies of the past in the present. Our PGCE History aims to produce dynamic confident, and creative teachers who are committed to making History relevant to students today. It prepares you to teach students to establish historical significance, use primary source evidence, identify continuity and change, analyse cause and consequence, take historical perspectives, and understand the ethical dimension of historical interpretations.

Our PGCE History includes a specific focus on the use of seminars, workshops and fieldwork and develops a range of teaching styles appropriate to the delivery of History within the National Curriculum and GCSE/A Level specifications. History teachers can enable pupils to see the linkages between past and present which is absolutely basic for a good understanding of the condition of being human.

During this varied PGCE History course, trainees acquire a broad and deep understanding of a teacher’s daily activities in challenging and diverse settings and how a History teach contributes to the whole school. Furthermore, our PGCE History trainees take up ‘enhancements’ linked to other curriculum subjects e.g religious education, primary phase or special education needs and diversity.

Why this course at Marjon?

Our trainees scored us 89% student satisfaction for postgraduate teacher training, this puts us in the top 25% quartile of all providers in England (Postgraduate Taught Experience Survey, 2019).

93.9 % of our graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. We are 1st in the South West (LEO, 2019).

Marjon Teacher Education Partnership has well-established links with schools across the South West, London and Service Children’s Education, our connections span over 300 schools and settings.

Marjon education and teaching graduates are 3rd in all University providers for graduate earnings five years after leaving the university (Institute for Fiscal Studies, 2018).

Marjon Graduates are more socially mobile than other providers across the South West with more trainees gaining NQT employment in more diverse areas (DFE Supply, Retention and Mobility data, 2018).

We recognise the value of excellent role models in initial teacher training and promote the involvement of outstanding teachers and Specialist Leaders in Education in working with trainees.

Modules for this course

Modules

1st Year

Professional Practice in Schools
By the end of this module trainees should be able to demonstrate the competencies of a newly qualified teacher (NQT) by achieving the minimum expectation required by the Teachers’ Standards. The module includes two placements in schools.
Learning Behaviours in Context
Research a range of learning and teaching theories and strategies to develop an understanding of how children learn. Critically evaluate research and current developments in education that inform the application of routines, relationships and responses in context.
Becoming a Teacher: A Reflective Journey
Systematically reflect on and evaluate the effectiveness of subject specific pedagogy on learning experiences and develop a range of approaches to use in schools.
Inclusion in the Secondary Classroom: Maximising Achievement
Investigate and discuss a wide range of sources to develop a secure knowledge and understanding of theory, policy and practice to help identify the issues around maximising pupil achievement. Develop understanding and skills which contribute to a fully inclusive classroom.
Understanding the Learner: Assessment and Progress
Understand the essential link between planning and assessment and develop a critical awareness of planning for progression and its effect on learning.

This course is perfect if you're curious about

How can I build strong relationships with pupils, colleagues and parents in school?

How can I promote a love of learning in my pupils and a passion for History?

How can I use Modern Culture, media and arts in making learning history relevant?

How can I get my pupils to draw on historical events to shape the choices they make today?

How do good teachers keep on top of their workload?

How do I best prepare for applying for teaching jobs?

“ The overall quality of training continues to be a very positive one judging by the comments made by TTs that I ‘met’ ... this goes for both university and school-based training sessions ... the humanities curriculum tutor has clearly provided thorough support to the trainee teachers throughout the training year and this was echoed strongly by the trainee teachers.”
External Moderator - 2020

What might you become?

History teachers are in growing demand now that the humanities subjects is one of five subjects that contributes to the English Baccalaureate. Previous trainees in humanities trainees have gained employment as teachers locally in Plymouth, Devon and Cornwall but also further afield e.g East Midlands, London, Yorkshire, Birmingham and in international schools.

Plymouth Marjon University manages a Teacher Education Partnership to ensure trainees can access experience in many types of school - church schools, academies, cooperative trusts, independent schools or free schools. 93.9 % of our teaching graduates are in further study, sustained employment or both five years after graduating, compared to a sector average for England of 88.2%. This makes us 1st in the South West (LEO, 2019).

How you’ll be taught and assessed?

How will you be taught?

Collaborative learning, critical reflection and a strong culture of support underpin the PGCE History. You will have a minimum of 120 days in school in 2 block placements and 12 weeks in University undertaking a range of activities, teaching includes lectures, seminars, workshops, conferences, tutorials, independent study or research and school based training.

How will you be assessed?

Assessments relate to your development of practice in school. All are coursework based, you will generate reflective journals, portfolios, essays and presentations.

Course leader

Professor Gillian Golder

Gill is Director of the Marjon Teacher Education Partnership, she taught in schools for 13 years before joining the University. She works with schools, MATS and alliances to support whole school improve, develop evidence based practice and support teacher development. She spends some of her time in Westminster discussing latest ideas and initiatives with the Department for Education and other Education group.

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Fees and funding

Fees UK students: £9,250

Fees for International students: £12,000

Funding available for this course

 

Additional costs:

 

Lecturers

Lecturers

Jonathan Cripps

Lecturer

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Jonathan’s career as a history teacher has spanned over 25 years, working in secondary schools in Sussex, Suffolk and Cornwall. Previously, he has worked for Cornwall LEA as an Advanced Skills Teacher, supporting history departments, NQTs and recent entrants to the teaching profession across the county. He is a Teacher Fellow of the Historical Association.

More information

See how to get into teaching for tips on applying for a PGCE.

 

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